I learned some new things about myself as a middle school English teacher throughout the course of this class. I learned to pay more attention to what my students are reading so that I can not only respond to their writing about these novels, but open a door for conversation about them as well. Although I'm a fan of tried-and-true strategies and I already have my favorite ones based on my time in the classroom, I'm always up for new ideas and I enjoyed the creative projects we completed during the group teach sessions. My students really enjoy hands-on projects and I plan to incorporate some of these into my own classroom. I also really enjoyed my book review text, which also gave me a whole new perspective on how to help my struggling readers.
I really enjoyed reading most of the novels for this class and the discussion that followed. Speak resounded quite heavily with me because of the age group I teach. It's tough enough to pass through adolescence without some emotional scars, but given the pressures that exist in today's society, this novel reminded me to keep alert to serve as the first line of defense when my students need me the most. Although Speak may have seemed like just another novel, it was the one that I connected to the most. I also enjoyed learning about the genre of graphic novels and I look forward to suggesting this genre to my students in the future. I wasn't a big fan of Boy Meets Boy because of the unrealistic setting, but even that wasn't a bad read. I think I definitely would have enjoyed reading some reviews that compared these current adolescent novels with more current texts since many of us have already read many of the classics.
I really enjoyed creating a blog and learning more about the strengths of blogging in the classroom. This is something I'd like to bring into my own classroom in the future, once resources are available. I may try to pilot something like this in the near future based on the experience of other teachers in my building.
The group teach experience was good in terms of working with a small group of peers to develop a cohesive lesson, but it was difficult to create based on the jobs and outside time restrictions that existed for my group. I think altering this project a bit could be beneficial - perhaps put people in groups based on topics and have them each develop a section of a lesson that they are individually responsible for and teach that to the class, instead of everyone working on every part of the lesson.
One of my favorite things about this class was the ability to discuss meaningful literature with other people who love it. It's so important for teachers to stay "fresh" in terms of what their students are reading, and this class came along at a great point in my own career. If anyone ever needs some ideas or strategies, or even just wants to visit, my classroom door is always open. For those of you who will be starting your teaching careers in the next year or so, you'll quickly learn that most teachers share ideas and you can easily put your own twist on things - it's like the largest "free strategies" garage sale you've ever seen. I've been blessed to work with a staff who loves to share new ideas and thus, I have quite a collection of things to share. If you're ever in need...you know how to find me. Best of luck to everyone!
Wednesday, December 9, 2009
Tuesday, December 1, 2009
Harry Potter Fanfiction
He turned back to Harry. “You’ll soon find out some wizarding families are much better than others, Potter. You don’t want to go making friends with the wrong sort. I can help you there.”
Harry wasn’t accustomed to being part of any crowd, much less the “wrong sort”. He had been so taken aback by the friendliness of the wizarding community toward him that he was feeling rather out of sorts all together. At first glance, Ron Weasley and his family hadn’t seemed terribly put-together, but they certainly had a grasp on one thing that Harry had never experienced: a family bond. Imagine if he had older brothers who had experienced the same things he was now experiencing and parents who were looking out for his best interest, just as Ron’s seemed to be. Better yet, imagine having parents at all. Harry reminded himself not to let his mind wander to what might have been and focus instead on putting together a response for Draco Malfoy.
Harry cleared his throat and mustered a quiet, “Thank you, Draco.” Draco continued to fix his gaze on Harry as Ron squirmed uneasily in his seat. When Harry didn’t offer anything else, Draco was clearly displeased. “Well, it seems you’re not much for taking advice from those who know how to give it,” Draco hissed, “Perhaps you’re not worth all the fuss that people have been making anyway…we shall see.” Crabbe and Goyle glanced at each other and nodded their heads in smug approval. “Come on, boys, let’s leave the legend alone with his red-headed, freckled friend.” Draco quickly exited the train compartment, his long robe flowing behind him and his posse not far behind.
“Well, I never….” Ron said with a twisted look of disgust. “Isn’t he just the image of his father?”
Harry wasn’t sure what to think about the entire situation, but one thing was certain: Harry hadn’t seen the end of Draco Malfoy.
I chose to add to the scene with Draco Malfoy for several reasons. One, I really do like the characters from Harry Potter. Two, I enjoyed this particular scene, especially knowing the type of relationship that Harry and Draco have in the rest of the series. Lastly, I'm not too keen on the characters in Twilight and wanted to try my hand with the Potter boy. My only disappointment was that no matter how hard I tried, I couldn't make Harry like Draco. I know too much about both of them, which caused me some frustration. I wasn't really a fan of fanfiction when I read it, and I have to admit, I'm not much good at it either. I think I'll stick to analyzing the characters and plot as the author intended from now on.
Harry wasn’t accustomed to being part of any crowd, much less the “wrong sort”. He had been so taken aback by the friendliness of the wizarding community toward him that he was feeling rather out of sorts all together. At first glance, Ron Weasley and his family hadn’t seemed terribly put-together, but they certainly had a grasp on one thing that Harry had never experienced: a family bond. Imagine if he had older brothers who had experienced the same things he was now experiencing and parents who were looking out for his best interest, just as Ron’s seemed to be. Better yet, imagine having parents at all. Harry reminded himself not to let his mind wander to what might have been and focus instead on putting together a response for Draco Malfoy.
Harry cleared his throat and mustered a quiet, “Thank you, Draco.” Draco continued to fix his gaze on Harry as Ron squirmed uneasily in his seat. When Harry didn’t offer anything else, Draco was clearly displeased. “Well, it seems you’re not much for taking advice from those who know how to give it,” Draco hissed, “Perhaps you’re not worth all the fuss that people have been making anyway…we shall see.” Crabbe and Goyle glanced at each other and nodded their heads in smug approval. “Come on, boys, let’s leave the legend alone with his red-headed, freckled friend.” Draco quickly exited the train compartment, his long robe flowing behind him and his posse not far behind.
“Well, I never….” Ron said with a twisted look of disgust. “Isn’t he just the image of his father?”
Harry wasn’t sure what to think about the entire situation, but one thing was certain: Harry hadn’t seen the end of Draco Malfoy.
I chose to add to the scene with Draco Malfoy for several reasons. One, I really do like the characters from Harry Potter. Two, I enjoyed this particular scene, especially knowing the type of relationship that Harry and Draco have in the rest of the series. Lastly, I'm not too keen on the characters in Twilight and wanted to try my hand with the Potter boy. My only disappointment was that no matter how hard I tried, I couldn't make Harry like Draco. I know too much about both of them, which caused me some frustration. I wasn't really a fan of fanfiction when I read it, and I have to admit, I'm not much good at it either. I think I'll stick to analyzing the characters and plot as the author intended from now on.
Tuesday, November 17, 2009
Twilight, etc.
Like many others, I've read Twilight before. I was drawn to the story because of my students, who write weekly journal entries based on their choice novels (or books that the students select). My students, both male and female, were completely OBSESSED with the Twilight series (and still are). I read snippets of information about the characters and plot in their journal entries and just had to get the rest of the story. I found that I was never really drawn into the story, but I could finally understand why my students enjoyed the story. As an educator, I was more than happy to encourage their decision to read Twilight, and I enjoyed the discussion (both written and verbal) about the characters and storyline.
Having said that, I feel pretty strongly that Twilight is not a novel that I'd write a teaching rationale for in order to bring it into my classroom. I just don't think the novel itself brings that much to the table. Do I think it's worthwhile for students to read? Yes, if they want to. Am I pleased that my students are devouring the Twilight books? Sure...they are reading, and that's all that really matters. I'll save the literary analysis for novels and short stories of my choosing. I agree with the article "Off the Shelves" that Twilight offers a good example of characterization, and I might consider using it in my class for that specific reason, but I wouldn't want to fight to bring it into my classroom as a whole. I don't feel it's a very well-written novel, especially when compared to Harry Potter (the OTHER adolescent series that has caused reading mania).
It's interesting that I'd consider using pieces of Twilight since I'm teaching a writing technique called a snapshot with my students now. A snapshot is basically a word picture that is created based on incredible description. The example I used to teach my students to create a snapshot is from Harry Potter - when Harry first sees Ron Weasley's house, to be exact. The description is amazing, and I think it's really important to teach writing skills using text that is modern and well-known to students. Doing so makes the connection that much smoother for young writers.
On another note, I really enjoyed the censorship articles and can't wait to discuss them in more detail. It's kind of a culmination for what we've said all along - are "questionable" novels worth fighting for? How hard should teachers push to get material they desire approved as part of the curriculum? I look forward to the discussion.
Having said that, I feel pretty strongly that Twilight is not a novel that I'd write a teaching rationale for in order to bring it into my classroom. I just don't think the novel itself brings that much to the table. Do I think it's worthwhile for students to read? Yes, if they want to. Am I pleased that my students are devouring the Twilight books? Sure...they are reading, and that's all that really matters. I'll save the literary analysis for novels and short stories of my choosing. I agree with the article "Off the Shelves" that Twilight offers a good example of characterization, and I might consider using it in my class for that specific reason, but I wouldn't want to fight to bring it into my classroom as a whole. I don't feel it's a very well-written novel, especially when compared to Harry Potter (the OTHER adolescent series that has caused reading mania).
It's interesting that I'd consider using pieces of Twilight since I'm teaching a writing technique called a snapshot with my students now. A snapshot is basically a word picture that is created based on incredible description. The example I used to teach my students to create a snapshot is from Harry Potter - when Harry first sees Ron Weasley's house, to be exact. The description is amazing, and I think it's really important to teach writing skills using text that is modern and well-known to students. Doing so makes the connection that much smoother for young writers.
On another note, I really enjoyed the censorship articles and can't wait to discuss them in more detail. It's kind of a culmination for what we've said all along - are "questionable" novels worth fighting for? How hard should teachers push to get material they desire approved as part of the curriculum? I look forward to the discussion.
Wednesday, November 4, 2009
Teacher Inquiry Project
Topic: Student Tracking
Research questions:
1. What is the success rate of students placed in lower academic tracks?
2. How does tracking benefit/limit students?
3. How do teachers equally educate students of unequal levels?
Articles:
1. "Schools Making Tough Choices": educational equity with student tracking
2. "Derailing Student Tracking": national campaign to end tracking that pushes blacks into low-end courses
3. "Tracking, By Accident and By Design": description of various forms of differentiation and how they benefit/hinder student progress
4. "The Challenge of Detracking: Finding the Balance between Excellence and Equity": examining the use of tracking to benefit both high and low achieving students
I've found four sources thus far that examine student tracking in terms of the good, the bad, and the ugly. I'm particularly interested in this topic because my school principal believes that tracking goes against the middle school philosophy, even though it's shown to be successful in older grades. The middle school students are tracked in math in 7th grade, but not in English until 8th grade. Their track is re-evaluated on a yearly basis based on their grades and work ethic. As a teacher who has high-achieving gifted students in the same class as low-ability students, I'm interested to explore all aspects of tracking - how it affects students, how it affects teachers, and if there is a "best practice" for middle schools when it comes to the great question, "To track or not to track?"
I'm hoping that the novel I'm reading for my book review will have some insight into possible practices to get lower-ability students more involved in reading and writing instead of tracking them into lower classes. I know that tracking can be detrimental to a student's self-esteem and I was actually pulled from a regular education math class in 6th grade and placed into a remedial class without my parents' knowledge. I will never forget how that felt and although my teachers goofed with that move, it only lasted a day and I wasn't scarred for life. I wonder if students placed in lower tracks are scarred by it, or if it's more beneficial than people give credit for.
Research questions:
1. What is the success rate of students placed in lower academic tracks?
2. How does tracking benefit/limit students?
3. How do teachers equally educate students of unequal levels?
Articles:
1. "Schools Making Tough Choices": educational equity with student tracking
2. "Derailing Student Tracking": national campaign to end tracking that pushes blacks into low-end courses
3. "Tracking, By Accident and By Design": description of various forms of differentiation and how they benefit/hinder student progress
4. "The Challenge of Detracking: Finding the Balance between Excellence and Equity": examining the use of tracking to benefit both high and low achieving students
I've found four sources thus far that examine student tracking in terms of the good, the bad, and the ugly. I'm particularly interested in this topic because my school principal believes that tracking goes against the middle school philosophy, even though it's shown to be successful in older grades. The middle school students are tracked in math in 7th grade, but not in English until 8th grade. Their track is re-evaluated on a yearly basis based on their grades and work ethic. As a teacher who has high-achieving gifted students in the same class as low-ability students, I'm interested to explore all aspects of tracking - how it affects students, how it affects teachers, and if there is a "best practice" for middle schools when it comes to the great question, "To track or not to track?"
I'm hoping that the novel I'm reading for my book review will have some insight into possible practices to get lower-ability students more involved in reading and writing instead of tracking them into lower classes. I know that tracking can be detrimental to a student's self-esteem and I was actually pulled from a regular education math class in 6th grade and placed into a remedial class without my parents' knowledge. I will never forget how that felt and although my teachers goofed with that move, it only lasted a day and I wasn't scarred for life. I wonder if students placed in lower tracks are scarred by it, or if it's more beneficial than people give credit for.
Tuesday, November 3, 2009
Persepolis and graphic novels in the classroom
Since Josh gave such a lovely summary of Persepolis, I don't feel the need to belabor it too much. The first item that came to mind when I read the introduction was, "Gino (the history teacher on my team at school) would LOVE this book!" My students study ancient cultures in 7th grade and they focus on the seven themes of culture and various cultures, like the Persians, that existed in the Ancient World. The graphics of tyranny on page 11 cracked me up since I collaborate several essays with history class and read all about these cultures. This novel brought a new perspective to me as a teacher! Although not all of the graphics are appropriate for middle school, I'd love to pick and choose some of them to accompany English/history essays.
We've already spent a good amount of time dissecting the graphic novel and its purpose in the classroom, so I want to spend some time writing about the article. I marked down a few items as I read:
1. "We were intrigued by the status of graphic novels among adolescents" (19). Me too! That's all that I had next to that one. =)
2. "When we attempted to strike up conversations about these works, students seemed reluctant to discuss them, perhaps because it would disclose a literary form belonging to their generation" (19). I was pleased that the teachers had taken notice of student interests, which is really half the battle anyway.
3. "We did not discuss the ending, which was left up to the imaginations of the student writers" (20). This is extended thinking, which is what Anne and I both found we missed in reading graphic novels where the ending is provided.
4. "When we noticed that students overused the word said in their dialogues, we present a lesson called Said is Dead..." (21). LOVE, LOVE, LOVE this idea and I feel the need to email the authors of the article to get a copy of this lesson! I bet they send it to me, too.
5. I starred the box on page 22 titled Graphic Novels and Picture Books Used As Writing Prompts because my students complete daily writing prompts and offering them a scene or picture to write about would be a great change of pace for them. Same skill with a twist of variety.
6. Student excerpts reminded me of something I've used as a filler activity titled "Pass Back Stories." I give a certain amount of time and a prompt to begin with. Students write for a few minutes, then stop mid-sentence and pass their stories to another person. Students keep adding to the various stories until they receive their own back again. This sort of "free writing" activity goes over really well with middle school, provided that I remind them that there are boundaries in their writing, for example, killing off a friend for laughs is not acceptable. *sigh*
7. The culminating activity of the picture book on page 23 is similar to the culminating activity we're doing now - my students analyze literary elements and devices in children's picture books, and finish with a culminator where they create their own. I loved the idea of snapping a photo of the author and including an "About the Author" page - I may try this next week.
8. "The use of these forms of popular culture and media afforded us a space to provide students with instruction on the craft and mechanics of writing" (24). Student interest + modeling + hands-on activity + clear expectations = RESULTS! Go figure...
We've already spent a good amount of time dissecting the graphic novel and its purpose in the classroom, so I want to spend some time writing about the article. I marked down a few items as I read:
1. "We were intrigued by the status of graphic novels among adolescents" (19). Me too! That's all that I had next to that one. =)
2. "When we attempted to strike up conversations about these works, students seemed reluctant to discuss them, perhaps because it would disclose a literary form belonging to their generation" (19). I was pleased that the teachers had taken notice of student interests, which is really half the battle anyway.
3. "We did not discuss the ending, which was left up to the imaginations of the student writers" (20). This is extended thinking, which is what Anne and I both found we missed in reading graphic novels where the ending is provided.
4. "When we noticed that students overused the word said in their dialogues, we present a lesson called Said is Dead..." (21). LOVE, LOVE, LOVE this idea and I feel the need to email the authors of the article to get a copy of this lesson! I bet they send it to me, too.
5. I starred the box on page 22 titled Graphic Novels and Picture Books Used As Writing Prompts because my students complete daily writing prompts and offering them a scene or picture to write about would be a great change of pace for them. Same skill with a twist of variety.
6. Student excerpts reminded me of something I've used as a filler activity titled "Pass Back Stories." I give a certain amount of time and a prompt to begin with. Students write for a few minutes, then stop mid-sentence and pass their stories to another person. Students keep adding to the various stories until they receive their own back again. This sort of "free writing" activity goes over really well with middle school, provided that I remind them that there are boundaries in their writing, for example, killing off a friend for laughs is not acceptable. *sigh*
7. The culminating activity of the picture book on page 23 is similar to the culminating activity we're doing now - my students analyze literary elements and devices in children's picture books, and finish with a culminator where they create their own. I loved the idea of snapping a photo of the author and including an "About the Author" page - I may try this next week.
8. "The use of these forms of popular culture and media afforded us a space to provide students with instruction on the craft and mechanics of writing" (24). Student interest + modeling + hands-on activity + clear expectations = RESULTS! Go figure...
Monday, October 26, 2009
The Book Thief and discrimination lessons
Like Anne, I enjoyed reading The Book Thief and I was surprised that I hadn't read it before this class. It's just the kind of novel that I'd pick up when browsing the shelves of Borders. I also was distracted by the narrator cutting in all the time, but I learned to embrace the omniscient nature of Death and actually look forward to what he would tell me next. I was first intrigued by the character of Liesel because she didn't give me a lot of information about herself, as I'm used to with a protagonist character. I was glad my buddy, Death, was always there to fill in the gaps. I think the only way to teach this novel is to pair it with other WWII and Holocaust pieces. I liked the new perspective from the traditional Diary of Anne Frank and even Night, but I think this story is best paired with a non-fiction piece to help hammer some of the main ideas home. I also loved the color references and how Death gave me a snippet of how and why those colors were important to various upcoming scenes.
I first saw A Class Divided during another graduate class. I was equally horrified and intrigued. It really made me think about how discrimination affects people to their core, forever. I don't know that this experiment would be permitted in a third grade classroom today, but I applaud Jane Elliot for her success with the eye color experiment. She's secretly one of my educational heroes and I can appreciate not only the experiment, but the planning, thought, and preparation that went into it. What an awesome teacher she must have been! I felt the need to see what others thought of her experiment, so I looked her up on Wikipedia (I know...not the best source, but certainly the fastest!). If I believe what is sourced there, Jane Elliot is no longer welcome in her small town of Riceville, Iowa. If you're wondering about the other side of the coin, check out the "Legacy of the original exercise" on Wikipedia. I think she's awesome, but I can appreciate why not everyone would, especially in 2009.
The first thing I noticed about the "Teaching Holocaust Literature" article was that it was written by a teacher who works in Chambersburg. I love that. The sentence completion exercise was the first point that made me go, "Hmmm..." I think it's a valid exercise, and I can appreciate the ways it makes students analyze their own discriminatory patterns, but I would definitely have to rework it in the middle school classroom. What I liked the most about the article was how the author works to make the literature she teaches relate to her students, whether they believe it does or not. Half the battle is convincing the kids that it's worth their time and that they DO have something to gain by reading text outside their comfort zone or depth of knowledge and awareness. I was shocked that kids swore at her based on her lesson, but maybe that's the difference between school districts and grade levels. For those of you who wondered what I thought about that, I was equally horrified. I'm glad my students would not think to utter such words, much less direct them at me.
I first saw A Class Divided during another graduate class. I was equally horrified and intrigued. It really made me think about how discrimination affects people to their core, forever. I don't know that this experiment would be permitted in a third grade classroom today, but I applaud Jane Elliot for her success with the eye color experiment. She's secretly one of my educational heroes and I can appreciate not only the experiment, but the planning, thought, and preparation that went into it. What an awesome teacher she must have been! I felt the need to see what others thought of her experiment, so I looked her up on Wikipedia (I know...not the best source, but certainly the fastest!). If I believe what is sourced there, Jane Elliot is no longer welcome in her small town of Riceville, Iowa. If you're wondering about the other side of the coin, check out the "Legacy of the original exercise" on Wikipedia. I think she's awesome, but I can appreciate why not everyone would, especially in 2009.
The first thing I noticed about the "Teaching Holocaust Literature" article was that it was written by a teacher who works in Chambersburg. I love that. The sentence completion exercise was the first point that made me go, "Hmmm..." I think it's a valid exercise, and I can appreciate the ways it makes students analyze their own discriminatory patterns, but I would definitely have to rework it in the middle school classroom. What I liked the most about the article was how the author works to make the literature she teaches relate to her students, whether they believe it does or not. Half the battle is convincing the kids that it's worth their time and that they DO have something to gain by reading text outside their comfort zone or depth of knowledge and awareness. I was shocked that kids swore at her based on her lesson, but maybe that's the difference between school districts and grade levels. For those of you who wondered what I thought about that, I was equally horrified. I'm glad my students would not think to utter such words, much less direct them at me.
Saturday, October 10, 2009
American Born Chinese
I've heard good things about our next novel, Persepholis, but when I saw that both American Born Chinese and Persepholis were graphic novels, I was fairly certain I would not only have difficulty reading them, but wouldn't be able to get into the story. I was sorely mistaken on both accounts.
I started American Born Chinese by reading the ABC portion inside the flap of the front cover and learned how three stories would be combined into one in this novel. That intrigued me. I found it more alluring than the information on the back of Boy Meets Boy because there were only three main characters to worry about. I wanted to see where their stories would take me. I decided to stop judging the format of this novel and try to enjoy it.
This novel is an "easy read" in terms of how quickly the reader can move through it from beginning to end, but there are some complexities that I didn't expect to find. It wasn't all about the expressions the characters had on their faces when they delivered lines, but the writing that made them stand out to me. I did, however, enjoy the Batman-esq "Bang!" "Pow!" "Whack!" that I couldn't help but look at (and laugh at) during the Monkey King parts of the story. I found that the characters were well-developed and the storyline held my attention until the very end. There is no question that my students would EAT THIS UP, hook, line, and sinker. The graphic novel is great for reluctant readers (much like I thought Monster would be, but for different reasons). I always urge my students to select novels that have more words than pictures, but in this case, it's a bit different. American Born Chinese has the relation factor that other novels may not have - the language and struggles of the characters are ones that my students also use and face every day.
I'm not sure what else I would use to teach this novel as supplemental materials in terms of other graphic novels, cultural novels or materials, or even something completely different. I'm anxious to hear what others have to say after our discussion last week about "teaching culture" versus exposing students to various cultures through the literature they read. I would, however, consider incorporating items from a colleague's recent trip to China to perhaps reverse the way the characters felt upon their arrival in America and allow students to experience being "different" in a culture they don't fully understand.
As for the article, "Cultural Reflections," I found myself nodding in agreement and feeling that I could have written several of Gaughan's experiences about my own first-year teaching experience. One essential question that came to the surface during my reading was, "How can teachers continue to improve their practices and pedagogy?" Gaughan's answer is found in reflections the teacher writes himself/herself. I WISH I had the time (or energy) during my first year to keep a journal log of my experiences teaching in a city school district. As I think back, I remember kids spitting sunflower seeds into the heater vents, finding a cockroach running up my neatly-constructed bulletin board, locking my belongings up with a padlock every day (and still having $20 stolen from my desk drawer), and breaking up fights that left desks askew and the remnants of hair weaves on my classroom floor. If I were the crying type, I would have been in tears every day.
I learned from my first year that I'm the surviving type. This is only because there were little glimmers of hope that occurred as well: a Thank You note from one of my English as a Secondary Language learners who really took command of the English language that year, a stuffed bear I received as a gift from one of my students (which still lives in my classroom today), the first time I demanded that paragraphs be turned in on time and they actually were (in the spring semester), and the one and only time every student in my class received a 100% on the weekly spelling words, due mostly to the in-class strategies I used once I figured out these kids weren't going to do any work at home (which was also a spring semester revelation).
It is because of these experiences, both good and bad, that I am the teacher I am today. I may have hated having to go through my first year, but having made it through that time, I wouldn't trade it for anything. As Gaughan mentioned, most teachers get into education because they had a favorite teacher when they were students themselves. I had many favorite teachers and when students enjoy my class and learn from my teaching, I feel that I've come full circle.
I started American Born Chinese by reading the ABC portion inside the flap of the front cover and learned how three stories would be combined into one in this novel. That intrigued me. I found it more alluring than the information on the back of Boy Meets Boy because there were only three main characters to worry about. I wanted to see where their stories would take me. I decided to stop judging the format of this novel and try to enjoy it.
This novel is an "easy read" in terms of how quickly the reader can move through it from beginning to end, but there are some complexities that I didn't expect to find. It wasn't all about the expressions the characters had on their faces when they delivered lines, but the writing that made them stand out to me. I did, however, enjoy the Batman-esq "Bang!" "Pow!" "Whack!" that I couldn't help but look at (and laugh at) during the Monkey King parts of the story. I found that the characters were well-developed and the storyline held my attention until the very end. There is no question that my students would EAT THIS UP, hook, line, and sinker. The graphic novel is great for reluctant readers (much like I thought Monster would be, but for different reasons). I always urge my students to select novels that have more words than pictures, but in this case, it's a bit different. American Born Chinese has the relation factor that other novels may not have - the language and struggles of the characters are ones that my students also use and face every day.
I'm not sure what else I would use to teach this novel as supplemental materials in terms of other graphic novels, cultural novels or materials, or even something completely different. I'm anxious to hear what others have to say after our discussion last week about "teaching culture" versus exposing students to various cultures through the literature they read. I would, however, consider incorporating items from a colleague's recent trip to China to perhaps reverse the way the characters felt upon their arrival in America and allow students to experience being "different" in a culture they don't fully understand.
As for the article, "Cultural Reflections," I found myself nodding in agreement and feeling that I could have written several of Gaughan's experiences about my own first-year teaching experience. One essential question that came to the surface during my reading was, "How can teachers continue to improve their practices and pedagogy?" Gaughan's answer is found in reflections the teacher writes himself/herself. I WISH I had the time (or energy) during my first year to keep a journal log of my experiences teaching in a city school district. As I think back, I remember kids spitting sunflower seeds into the heater vents, finding a cockroach running up my neatly-constructed bulletin board, locking my belongings up with a padlock every day (and still having $20 stolen from my desk drawer), and breaking up fights that left desks askew and the remnants of hair weaves on my classroom floor. If I were the crying type, I would have been in tears every day.
I learned from my first year that I'm the surviving type. This is only because there were little glimmers of hope that occurred as well: a Thank You note from one of my English as a Secondary Language learners who really took command of the English language that year, a stuffed bear I received as a gift from one of my students (which still lives in my classroom today), the first time I demanded that paragraphs be turned in on time and they actually were (in the spring semester), and the one and only time every student in my class received a 100% on the weekly spelling words, due mostly to the in-class strategies I used once I figured out these kids weren't going to do any work at home (which was also a spring semester revelation).
It is because of these experiences, both good and bad, that I am the teacher I am today. I may have hated having to go through my first year, but having made it through that time, I wouldn't trade it for anything. As Gaughan mentioned, most teachers get into education because they had a favorite teacher when they were students themselves. I had many favorite teachers and when students enjoy my class and learn from my teaching, I feel that I've come full circle.
Sunday, October 4, 2009
Monster and Multiculturalism
I've always been a fan of reading texts that investigate cultural backgrounds different than my own. It's interesting that the first unit I teach at the start of each new year is interwoven with multiculturalism. This unit teaches students about all aspects of informative text, though our focus is on personal memoirs. The culminating activity for this unit, which we just finished typing last week, was a personal memoir detailing a memorable or life-changing event that occurred in the past. My texts of choice when teaching about personal memoirs? Amy Tan's "Fish Cheeks" and Bill Cosby's "The Only Girl in the World for Me" from his book, Love and Marriage. Do I have a large number of Asian or African American students who would select these memoirs if left to their own devices? Probably not. The common theme is that both memoirs detail events that occurred when the authors were ages 12 and 14, and that's how I draw my students in.
Hade's article reminded me of this point when I read his perspective on multiculturalism in the classroom on page 240. He writes that multiculturalism exists in three different aspects. First, it examines how western culture views other cultures. Second, "Multiculturalism means searching for ways to affirm and celebrate difference, while also seeking ways to cooperate and collaborate across different groups of people." This is why I choose to incorporate different cultures into the first unit of study I teach. The third aspect that Hade discusses "is a reform movement based upon equity and justice." Multiculturalism should foster equity between all cultures, races, classes, and genders in society. The last part of this section of Hade's article that I found interesting was when he discussed us becoming tourists in the practice of multiculturalism. He writes about students learning what they can from different cultures without understanding how to "effect real change." I think the job of the classroom teacher is to make clear how cultural differences affect students and make a link between the reader and the author of multicultural works. My students are more aware of traditional Chinese customs and what it was like growing up as an African American in the city of Philadelphia because I selected works that could open their minds to the cultures that exist outside of suburban Mechanicsburg.
I think that teaching Monster would be another way to further expand the minds of students who do not typically read texts that involve African American protagonists. Would suburban white kids find a link between their own lives and that of Steve Harmon's? I think they would. One of the themes of Monster involves actions and consequences, which is a very real thing. Myers writes at the end of the novel, "As the author, I'll be satisfied if the reader forms their own opinions about these decisions and the consequences." I think that's the point behind teaching multicultural texts - allowing students to form their own opinions and make their own connections, which will hopefully lead to a worthwhile learning experience.
Hade's article reminded me of this point when I read his perspective on multiculturalism in the classroom on page 240. He writes that multiculturalism exists in three different aspects. First, it examines how western culture views other cultures. Second, "Multiculturalism means searching for ways to affirm and celebrate difference, while also seeking ways to cooperate and collaborate across different groups of people." This is why I choose to incorporate different cultures into the first unit of study I teach. The third aspect that Hade discusses "is a reform movement based upon equity and justice." Multiculturalism should foster equity between all cultures, races, classes, and genders in society. The last part of this section of Hade's article that I found interesting was when he discussed us becoming tourists in the practice of multiculturalism. He writes about students learning what they can from different cultures without understanding how to "effect real change." I think the job of the classroom teacher is to make clear how cultural differences affect students and make a link between the reader and the author of multicultural works. My students are more aware of traditional Chinese customs and what it was like growing up as an African American in the city of Philadelphia because I selected works that could open their minds to the cultures that exist outside of suburban Mechanicsburg.
I think that teaching Monster would be another way to further expand the minds of students who do not typically read texts that involve African American protagonists. Would suburban white kids find a link between their own lives and that of Steve Harmon's? I think they would. One of the themes of Monster involves actions and consequences, which is a very real thing. Myers writes at the end of the novel, "As the author, I'll be satisfied if the reader forms their own opinions about these decisions and the consequences." I think that's the point behind teaching multicultural texts - allowing students to form their own opinions and make their own connections, which will hopefully lead to a worthwhile learning experience.
Sunday, September 27, 2009
Speak
Maybe I'm just a realist, but Speak was the first novel we've read that really made me think about why some adolescents act the way they do. It made me review my own actions when students have written things in their journals or suddenly changed their attitudes, peer groups, or clothing in the past. I was surprised that it took so long for Melinda's parents, teachers, and counselors to approach her regarding the sudden changes in her life. The fact that she started high school without mention of her friends should have been a red flag to her parents that there was more to the story. When her parents didn't do anything, her teachers should have seen the signs. Some may argue that it was the start of a school year and perhaps Melinda's teachers didn't know her well enough to see that something was wrong, but look at how quickly Melinda was able to categorize her teachers - this quick analysis can go both ways. I find that I'm able to grasp a decent picture of my students within the first few weeks, if not days, of school. I was saddened that this wasn't the case for Melinda.
I enjoyed the links in Speak to Maya Angelou's "Caged Bird" poem, the understated closet Melinda retreats to, and the symbolism behind the title and Melinda's own inability to speak her mind or ask for help from anyone. I have to admit that I had not heard anything about the novel prior to reading it, thus, I had to discover the horror of Melinda's rape solely by the clues Anderson wove into her story. I knew something traumatic had occurred with Melinda prior to starting her freshman year of high school, but I couldn't put my finger on it. It wasn't until the "Nightmare" section began on p. 45 with regards to "IT" did the light bulb go on in my head. Suddenly, I knew why Melinda had been acting so strangely for the first forty-four pages of the novel. A few pages later, Melinda put the Maya Angelou poster up in her closet, and my mind immediately went to the famous poem about Angelou's own childhood rape and the silence she experienced because of it. The title of the novel made sense now - I understood why Melinda felt she couldn't speak out to anyone.
As for the merit in Latham's article analyzing Speak, I was at first a bit hesitant to see the relationship. After a fairly critical reading of the points Latham made about trauma, the closet, the view, and coming out, I can see the relationship between Melinda's struggle and the struggles of the adolescent gay community. Latham's definition of the term, "queer" is helpful in making this connection, as is his breakdown of the symbolic parts of Speak. In terms of a classroom of students reaching the same conclusion, I believe that a gay adolescent reading Speak for the first time would easily make connections to what he or she is dealing with in terms of being an "outcast" in reality. Even though it took me a while to know that Melinda was a rape victim, I was quick to pick up on her struggles and I desperately wanted her to be able to "speak" once again. Anderson mentions censorship in the back section of the novel (at least in my copy - the platinum edition) and it rang quite true with me in terms of how adolescents should be educated. She quotes, "Censorship is the child of fear and the father of ignorance. Our children cannot afford to have the truth of the world withheld from them. They need us to be brave enough to give them great book so they can learn how to grow up into the men and women we want them to be." Now, if that's not realistic, what is?
I enjoyed the links in Speak to Maya Angelou's "Caged Bird" poem, the understated closet Melinda retreats to, and the symbolism behind the title and Melinda's own inability to speak her mind or ask for help from anyone. I have to admit that I had not heard anything about the novel prior to reading it, thus, I had to discover the horror of Melinda's rape solely by the clues Anderson wove into her story. I knew something traumatic had occurred with Melinda prior to starting her freshman year of high school, but I couldn't put my finger on it. It wasn't until the "Nightmare" section began on p. 45 with regards to "IT" did the light bulb go on in my head. Suddenly, I knew why Melinda had been acting so strangely for the first forty-four pages of the novel. A few pages later, Melinda put the Maya Angelou poster up in her closet, and my mind immediately went to the famous poem about Angelou's own childhood rape and the silence she experienced because of it. The title of the novel made sense now - I understood why Melinda felt she couldn't speak out to anyone.
As for the merit in Latham's article analyzing Speak, I was at first a bit hesitant to see the relationship. After a fairly critical reading of the points Latham made about trauma, the closet, the view, and coming out, I can see the relationship between Melinda's struggle and the struggles of the adolescent gay community. Latham's definition of the term, "queer" is helpful in making this connection, as is his breakdown of the symbolic parts of Speak. In terms of a classroom of students reaching the same conclusion, I believe that a gay adolescent reading Speak for the first time would easily make connections to what he or she is dealing with in terms of being an "outcast" in reality. Even though it took me a while to know that Melinda was a rape victim, I was quick to pick up on her struggles and I desperately wanted her to be able to "speak" once again. Anderson mentions censorship in the back section of the novel (at least in my copy - the platinum edition) and it rang quite true with me in terms of how adolescents should be educated. She quotes, "Censorship is the child of fear and the father of ignorance. Our children cannot afford to have the truth of the world withheld from them. They need us to be brave enough to give them great book so they can learn how to grow up into the men and women we want them to be." Now, if that's not realistic, what is?
Sunday, September 20, 2009
Boy Meets Boy
I can't hide the fact that I didn't really enjoy this novel. I gave it a fair shake and read every page, but it's not one that I will probably read again. To keep from sounding completely disappointed, I thought I'd make a list of pros and cons of the novel and perhaps that will lead me to viable reasons to teach it (or try reading it again in the future).
1. The characters were interesting, fairly realistic (in terms of their thoughts and feelings - NOT their "reality"), and likable (pro)
2. The school was completely unrealistic (con)
3. The viewpoints of the characters regarding homosexuality was probably fairly correct - in terms of some agreeing and some disagreeing with it (pro)
4. There were too many characters to keep track of - I kept losing track and had to flip to the back cover to keep them all straight (con)
5. I enjoyed the author's style of writing - I found it contemporary and smooth (pro)
6. I didn't feel bad for the narrator, Paul, when he messed things up with Noah - I'm not sure if I was supposed to feel bad or not, but I didn't..(con for being unsure)
7. I did connect with Tony's perspective - I think all teenagers deal with something their parents disagree with to the core (in this case, it's their strong moral beliefs that cause issues with Tony's homosexuality) and I DID feel badly for Tony - this part was expressed beautifully in the novel (pro)
8. Other than being a decent story, I don't think there are redeeming qualities of this novel that make it worth teaching in the classroom (con)
Having put some thought into my pro/con list, I think the last point takes the cake. I never viewed Boy Meets Boy as something that would be appropriate for the classroom. I'm not saying it wouldn't be beneficial for kids to read (whether they are dealing with the issues of homosexuality or not) but I'm not willing to cross the barriers I'd have to jump with my district and the tax-paying parents in order to teach it. I view it the same way as I viewed Forever; it's a good story and has some great points, but I would never dream of putting my reputation as an educator on the line to back it.
In an attempt to educate myself a bit more in terms of homosexual adolescent literature, I did find that Wikipedia (I know...there are probably better sources out there) had a good list of novels in this genre by decade:
http://en.wikipedia.org/wiki/Lesbian_teen_fiction
Here is another link to a scholarly book that quotes our good friend, Trites, titled Death, Gender, and Sexuality in Contemporary Adolescent Literature:
http://books.google.com/books?id=uhXj6_GO-vcC&pg=PP1&dq=death+gender+and+sexuality+in+contemporary+adolescent+literature#v=onepage&q=death%20gender%20and%20sexuality%20in%20contemporary%20adolescent%20literature&f=false
Here is a review of the above book if you want the short and dirty of it:
http://www.timeshighereducation.co.uk/story.asp?storyCode=406819§ioncode=26
My favorite part of the novel that I thought would relate best to a variety of teenage readers, was on page 152 when Tony tries to explain to Paul why he can't leave his family even though they disagree with his sexuality:
"I know you won't understand this, but they love me. It would be much easier if they didn't. They honestly believe that if I don't straighten it out, I will lose my soul. It's not just that they don't want me kissing other guys - they think if I do it, I will be damned. Damned, Paul. And I know that doesn't mean anything to you. It really doesn't mean anything to me. To them, though, it's everything."
I believe this sums up how many teenagers feel when they come into their own on any topic they feel strongly about. Many teenagers still want to please their parents at heart, and it pains them when they disagree on a moral level. If there is one way to teach an overall theme in this novel to a group of teenagers, I think this would be the way to go.
1. The characters were interesting, fairly realistic (in terms of their thoughts and feelings - NOT their "reality"), and likable (pro)
2. The school was completely unrealistic (con)
3. The viewpoints of the characters regarding homosexuality was probably fairly correct - in terms of some agreeing and some disagreeing with it (pro)
4. There were too many characters to keep track of - I kept losing track and had to flip to the back cover to keep them all straight (con)
5. I enjoyed the author's style of writing - I found it contemporary and smooth (pro)
6. I didn't feel bad for the narrator, Paul, when he messed things up with Noah - I'm not sure if I was supposed to feel bad or not, but I didn't..(con for being unsure)
7. I did connect with Tony's perspective - I think all teenagers deal with something their parents disagree with to the core (in this case, it's their strong moral beliefs that cause issues with Tony's homosexuality) and I DID feel badly for Tony - this part was expressed beautifully in the novel (pro)
8. Other than being a decent story, I don't think there are redeeming qualities of this novel that make it worth teaching in the classroom (con)
Having put some thought into my pro/con list, I think the last point takes the cake. I never viewed Boy Meets Boy as something that would be appropriate for the classroom. I'm not saying it wouldn't be beneficial for kids to read (whether they are dealing with the issues of homosexuality or not) but I'm not willing to cross the barriers I'd have to jump with my district and the tax-paying parents in order to teach it. I view it the same way as I viewed Forever; it's a good story and has some great points, but I would never dream of putting my reputation as an educator on the line to back it.
In an attempt to educate myself a bit more in terms of homosexual adolescent literature, I did find that Wikipedia (I know...there are probably better sources out there) had a good list of novels in this genre by decade:
http://en.wikipedia.org/wiki/Lesbian_teen_fiction
Here is another link to a scholarly book that quotes our good friend, Trites, titled Death, Gender, and Sexuality in Contemporary Adolescent Literature:
http://books.google.com/books?id=uhXj6_GO-vcC&pg=PP1&dq=death+gender+and+sexuality+in+contemporary+adolescent+literature#v=onepage&q=death%20gender%20and%20sexuality%20in%20contemporary%20adolescent%20literature&f=false
Here is a review of the above book if you want the short and dirty of it:
http://www.timeshighereducation.co.uk/story.asp?storyCode=406819§ioncode=26
My favorite part of the novel that I thought would relate best to a variety of teenage readers, was on page 152 when Tony tries to explain to Paul why he can't leave his family even though they disagree with his sexuality:
"I know you won't understand this, but they love me. It would be much easier if they didn't. They honestly believe that if I don't straighten it out, I will lose my soul. It's not just that they don't want me kissing other guys - they think if I do it, I will be damned. Damned, Paul. And I know that doesn't mean anything to you. It really doesn't mean anything to me. To them, though, it's everything."
I believe this sums up how many teenagers feel when they come into their own on any topic they feel strongly about. Many teenagers still want to please their parents at heart, and it pains them when they disagree on a moral level. If there is one way to teach an overall theme in this novel to a group of teenagers, I think this would be the way to go.
Tuesday, September 15, 2009
Forever: Sex and Power
I was excited to have the opportunity to read Forever again and hoped I'd have a very different perspective this time around than I did when I first encountered the text. I wasn't disappointed. Even though I'm older now, I found myself still drawn into the character of Katherine and the decisions she made regarding sex and love. The largest change this time around was that I didn't want to advise her as a high school friend would, but rather as a teacher. I kept questioning myself as I became more involved in the story, "Would any of my 7th grade girls be struggling with this same issue?" The answer is, of course, yes.
I'm continuously amazed at the depth of decisions that young girls are making now compared to my own teenage years. Being 12 years old isn't quite what it used to be and kids seem to be experimenting with sex at a much younger age. One issue that comes to mind from last school year involved cell phone pictures. My building had to ban the use of cell phones on school grounds because kids were sending sexually inappropriate photos to each other and forwarding them to friends while in school. What may have started as a photo meant only to be seen by a boyfriend or girlfriend was suddenly passed around an entire grade level. Teachers used to think cell phones should be banned so kids wouldn't cheat on exams...oh, how the tables have turned.
As I read Forever, there was one item that just didn't ring true with me - the fact that Katherine's parents were so "trusting" of her and her sexual decisions. The use of the den for make-out sessions is laughable to me - what parent would think they weren't providing the opportunity for sex with a rule like that? Whenever Katherine and Michael found themselves alone, I kept expecting the next section to read:
The phone rang and Michael reached over to answer it. I heard high-pitched screeching from the other end of the line; one so high and loud that Michael had to pull the phone away from his ear. He made a face that left no question. I heard a sudden click, and Michael dropped the receiver into its cradle. "Your mom requests your presence at home," he said, untangling his body from mine.
One point that Trites made that I found interesting was when she said, "Many YA novels seem to assume that the reader has a sexual naivete in need of correction" (85). Just because Katherine was new to sex, does that mean all of the readers who pick up Forever are too? My guess is most aren't new to the idea of sex, especially based on the conversations I overhear from middle school students. I guess the question I have is this: what type of material should schools direct students to read that involve sex? Material that depicts accounts from the character's point of view or more researched material? It's undeniable that young girls (and perhaps boys) want to read books that demonstrate the feelings involved with sex and love - not just a description of the act itself.
One other item I thought worth mentioning in Trites was the quote she pulled from Forever: "I think it's just that I'm not ready for forever" (220). The view here is that having sex means forever, as many young adults believe it does. It takes life experience to know whether that's true or not, and while some teenagers are willing to experience it for themselves, others would rather live vicariously through the experiences of others.
I'm continuously amazed at the depth of decisions that young girls are making now compared to my own teenage years. Being 12 years old isn't quite what it used to be and kids seem to be experimenting with sex at a much younger age. One issue that comes to mind from last school year involved cell phone pictures. My building had to ban the use of cell phones on school grounds because kids were sending sexually inappropriate photos to each other and forwarding them to friends while in school. What may have started as a photo meant only to be seen by a boyfriend or girlfriend was suddenly passed around an entire grade level. Teachers used to think cell phones should be banned so kids wouldn't cheat on exams...oh, how the tables have turned.
As I read Forever, there was one item that just didn't ring true with me - the fact that Katherine's parents were so "trusting" of her and her sexual decisions. The use of the den for make-out sessions is laughable to me - what parent would think they weren't providing the opportunity for sex with a rule like that? Whenever Katherine and Michael found themselves alone, I kept expecting the next section to read:
The phone rang and Michael reached over to answer it. I heard high-pitched screeching from the other end of the line; one so high and loud that Michael had to pull the phone away from his ear. He made a face that left no question. I heard a sudden click, and Michael dropped the receiver into its cradle. "Your mom requests your presence at home," he said, untangling his body from mine.
One point that Trites made that I found interesting was when she said, "Many YA novels seem to assume that the reader has a sexual naivete in need of correction" (85). Just because Katherine was new to sex, does that mean all of the readers who pick up Forever are too? My guess is most aren't new to the idea of sex, especially based on the conversations I overhear from middle school students. I guess the question I have is this: what type of material should schools direct students to read that involve sex? Material that depicts accounts from the character's point of view or more researched material? It's undeniable that young girls (and perhaps boys) want to read books that demonstrate the feelings involved with sex and love - not just a description of the act itself.
One other item I thought worth mentioning in Trites was the quote she pulled from Forever: "I think it's just that I'm not ready for forever" (220). The view here is that having sex means forever, as many young adults believe it does. It takes life experience to know whether that's true or not, and while some teenagers are willing to experience it for themselves, others would rather live vicariously through the experiences of others.
Monday, September 7, 2009
The Chocolate War
Before I read and analyzed the first two chapters of Disturbing the Universe, I found numerous comparisons between the characters in The Chocolate War and the idea of absolute power. The characters were vying for power and there was a constant power struggle between the boys at Trinity. The battle for power existed between the Vigils and the school, the Vigils and other students, and even between the members of the not-so-secret society as they struggled to be the most worthy of the group. In The Chocolate War, the obvious metaphor was between chocolate and power. The “chocolate war” was really a “power war” between all of the disputing groups involved.
I found the names in this novel particularly interesting. The Vigils, for example, were allowed to coexist because they kept the boys at Trinity from rebelling against authority. They worked much as a vigilante group would, by enforcing their own system without recognizing a legitimate government system. Archie derives from “arch,” meaning principal, leader, or primary, which is exactly his role within the group.
What the story left me with was a feeling of desire to stand up for what is right, much as Jerry did. Although he doesn’t win the battle in the end, his principles are correct and clearly established with the reader. There is value in independent thought and power in thinking against the norms of society. In the end, Jerry demonstrated his power to control his own universe, even while “disturbing” those around him. Trites points out that The Chocolate War “is an investigation of social organization and how individuals interact with that organization” (24). So who really has the power? Is it the organization or those who help shape it? Trites claims that the Young Adolescent novel, “teaches adolescents how to exist within the institutions that necessarily define teenagers’ existence” (19). Do adolescents merely exist within the institutions or are they running the entire establishment?
I found the names in this novel particularly interesting. The Vigils, for example, were allowed to coexist because they kept the boys at Trinity from rebelling against authority. They worked much as a vigilante group would, by enforcing their own system without recognizing a legitimate government system. Archie derives from “arch,” meaning principal, leader, or primary, which is exactly his role within the group.
What the story left me with was a feeling of desire to stand up for what is right, much as Jerry did. Although he doesn’t win the battle in the end, his principles are correct and clearly established with the reader. There is value in independent thought and power in thinking against the norms of society. In the end, Jerry demonstrated his power to control his own universe, even while “disturbing” those around him. Trites points out that The Chocolate War “is an investigation of social organization and how individuals interact with that organization” (24). So who really has the power? Is it the organization or those who help shape it? Trites claims that the Young Adolescent novel, “teaches adolescents how to exist within the institutions that necessarily define teenagers’ existence” (19). Do adolescents merely exist within the institutions or are they running the entire establishment?
Subscribe to:
Posts (Atom)